Community Impact with Teacher Leaders in Data Science and Mathematical Modeling

数据科学和数学建模领域教师领导者的社区影响

• 批准号: 2345194
• 负责人: Brynja Kohler
• 金额: $ 293.58万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-07-01 至 2030-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345194&HistoricalAwards=false
• 关键词: Community; Impact; Teacher; Leaders; Data

The project aims to serve the national need of developing highly effective teacher leaders with the skills necessary to instruct secondary students in mathematical modeling and data science. In rural and Native American communities in Utah, teachers and university experts will partner to investigate local issues. Although using mathematics and data science to inform decision making regarding important scientific and social issues has been growing in significance, many secondary mathematics teachers, particularly in rural areas, have had limited opportunities to learn mathematical and data modeling skills or effective ways to teach these skills to their students. This project aspires to create more opportunities and teaching support to cultivate rich opportunities for learning among rural and Native American students by enhancing teacher leaders’ expertise in data science and mathematical modeling and in culturally responsive teaching practices in this context. In addition, teacher leaders will hone skills for mentoring other teachers in their schools.This project at Utah State University (USU) includes partnerships with Uintah, Duchesne, and San Juan School Districts, along with Uintah River High School within the Ute Tribe Education Department in Utah. Project goals include: (1) Develop teacher leaders with expertise in data science and mathematical modeling to levels requisite for strengthening modeling and data science education; (2) Develop teacher leaders with the pedagogical expertise to incorporate culturally responsive teaching in data science and mathematical modeling lessons; (3) Develop teacher leaders who will engage with their communities through research activities and mentor prospective and early career teachers in rural and Native communities. The project will recruit and support 24 master teacher fellows (MTFs) to become exemplary teacher-leaders who engage students with mathematical modeling and data science in culturally relevant contexts. To this end, the design of the project enables the creation of mathematical modeling and data science learning materials and instructional techniques that are grounded in the needs, culture, and experiences of rural and Native American communities. Through cultivating teacher leaders in high-need school districts with pedagogical content knowledge in mathematical modeling and data science, the project seeks to improve STEM education outcomes for students in the state of Utah. A panel comprised of professionals, educators, and state government officials will provide guidance and strategic advice to help attain project goals and maximize project outcomes. Additionally, the project evaluation employs mixed methods techniques to assess the effectiveness of the approaches used to support MTFs and examine the progress toward meeting project goals. Dissemination of project outcomes include presentations at professional conferences, regional professional workshops, and refereed publications. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在满足国家需求，以开发高效的教师领导者，并以指导二级学生进行数学建模和数据科学的技能。在犹他州的艰难和美洲原住民社区中，教师和大学专家将合作调查当地问题。尽管使用数学和数据科学来为有关重要科学和社会问题的决策提供信息，但许多二级数学教师，尤其是在粗糙领域，有限的机会学习数学和数据建模技能或有效的方法来向学生讲授这些技能。该项目愿意通过增强教师领导者在数据科学和数学建模方面的专业知识以及在这种情况下的文化反应式教学实践中，为农村和美洲原住民学生提供更多机会和教学支持。此外，教师领导者还将诚实地指导其他教师在他们的学校中。该项目在犹他州大学（USU）的项目包括与UINTAH，DUCHESNE和SAN JUAN学区的合作伙伴关系，以及犹他州UTEH RIVER HIGH SELICH SHILOCH的UINTAH RIVER高中。项目目标包括：（1）将具有数据科学和数学建模专业知识的教师领导者发展为加强建模和数据科学教育所需的水平； （2）开发教师领导者的教学专业知识，以将文化响应式教学纳入数据科学和数学建模课程中； （3）培养教师领导者，他们将通过研究活动以及在粗糙和本地社区的精神前瞻性和早期职业老师与社区互动。该项目将招募和支持24名大师级教师研究员（MTF），成为典范的教师领导者，他们在文化相关的环境中吸引学生使用数学建模和数据科学的学生。为此，该项目的设计使数学建模和数据科学学习材料和教学技术的创建基于农村和美洲原住民社区的需求，文化和经验。通过在数学建模和数据科学方面具有教学内容知识的高需求学区的教师领导者，该项目旨在改善犹他州学生的STEM教育成果。由专业人士，教育工作者和州政府官员组成的小组将提供指导和战略建议，以帮助实现项目目标并最大化项目成果。此外，项目评估员工混合方法来评估用于支持MTF的方法的有效性，并研究实现项目目标的进度。项目成果的传播包括在专业会议，区域专业研讨会和推荐出版物上的演讲。这首歌3：大师教学奖学金项目得到了罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）的支持。 NOYCE计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12教师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估，被认为是珍贵的支持。